Artificial Intelligence (AI) has boomed over the past year with the release of various products, with the popularity of ChatGPT leading the way. Is it a threat? Is it a boon? The obvious answer to both questions is “yes”. What we cannot do is put the genie back in the bottle. So we need to go forward. Let’s explore the positives and negatives in the school library. (Note: This blog post is in response to Week 1 of #8weeksofsummer challenge with the question: Artificial Intelligence in the form of Large Language Models (LLMs) such as ChatGPT appears to trouble some educators or educational institutions. Share your perspective on the perceived threat. )

First, a quick review of what changed with OpenAI’s release of ChatGPT in 2022. Prior to this release, AI meant a response to a question based on information in a large database. Now, AI is creating material (text, video, audio, images) from a very, very large database. It is mimicking human interactions. And, it still has a long way to go. Suddenly the potential is more obvious, creating both a concern about greater misinformation (we were creating enough of that without help) and excitement about the possibilities in learning.

For the school library, AI can create booklists, book reviews, book recommendations based on a list you provide, research assistance and guidance in narrowing down research subjects (Harris, 2023). I can do that too! Plus ChatGPT is not working on an up-to-date database system, like I am. But I am one person and this new system may provide a way for students to find more independent help.

What do I want my students to learn? I do want them to know how to go about research. I teach them how to use Boolean logic (AND, OR, NOT) in database (and Google) searches. I want them to learn how to narrow subjects down. They can still do that with ChatGPT. Now, my students need to practice creating specific tasks or limits within the system. Yes, I still want them capable of writing a research paper, but more I want my students to be able to analyze a paper.

One college professor suggested that students learn to work with ChatGPT and get it to write a college-level essay on the subject they were studying. Then, the students were required to write an essay themselves, evaluating the ChatGPT essay (with references). Think about what you need to do this. One, you need to be familiar with the subject. Two, you need to be able to correctly maneuver ChatGPT to write the essay required. Three, you need to be able to analyze the essay – using outside sources – to be able to say what is and is not correct, well-written, and concise. Wow! With this sort of assignment, we are expanding students’ critical thinking skills AND they are still producing a writing product.

Drs. Duckworth & Ungar in their op-ed mention that Socrates thought writing would destroy our memory systems (2023). According to Dr. Guy at Yale University, writing strengthen our skills by allowing us to keep more ideas together in one place then we can hold in our memories (Keller, 2023). AI is providing another resource and another chance to strengthen other skill sets. It helps to be flexible.

References:

Duckworth, Angela, & Ungar, Lyle. (January 19, 2023). Op-Ed: Don’t ban chatbots in classrooms — use them to change how we teach. Los Angeles Times. https://www.latimes.com/opinion/story/2023-01-19/chatgpt-ai-education-testing-teaching-changes

Harris, Christopher. (2023). ChatGPT and Generative AI for School Librarians. Model Schools Technologies, Online Learning for Genesee Valley BOCES. Le Roy, New York.

Keller, Zoe. (March 2023). ChatGPT on campus: Assessing its effects on college writing — and teaching. Yale University. https://news.yale.edu/2023/03/03/chatgpt-campus-assessing-its-effects-college-writing-and-teaching